Cyberbullying: The Shades of Harm

Langos, Colette

doi:10.1080/13218719.2014.919643

Cited by 19 publications

(17 citation statements)

References 15 publications

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“…Contrary to previous studies, which considered repetition irrelevant for cyberbullying definition (Slonje and Smith, 2008 ; Dooley et al, 2009 ; Nocentini et al, 2010 ; Compton et al, 2014 ), the present study shows that repetition affects the perceived severity of the situation when it is combined with the intention to harm (Factor 4). This combined view of the criteria, is also stressed by authors focusing on the legal implications of cyberbullying (Langos, 2015 ).…”

Section: Discussionmentioning

confidence: 91%

“…At the moment, the statistical models cannot allow us to consider both aspects at the same time in a unique model. More attention to this aspect of different perceived severity related to different types of attacks looks very promising both from the psychological and legal points of view and needs further investigation (Nocentini et al, 2010 ; Menesini et al, 2012 ; Langos, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

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Perceived Severity of Cyberbullying: Differences and Similarities across Four Countries

et al. 2017

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Cyberbullying is a ubiquitous topic when considering young people and internet and communication technologies (ICTs). For interventional purposes, it is essential to take into account the perspective of adolescents. This is the reason why our main focus is (1) investigating the role of different criteria in the perceived severity of cyberbullying incidents, and (2) examining the differences between countries in the perceived severity of cyberbullying. The sample consisted of 1,964 adolescents (48.2% girls) from middle and high schools of four different countries, i.e., Estonia, Italy, Germany, and Turkey. The participants' age ranged from 12 to 20 years old with a mean age of 14.49 (SD = 1.66) years. To assess perceived severity, participants rated a set of 128 scenarios, which systematically included one or more of five criteria (intentionality, repetition, imbalance of power, public vs. private, and anonymity) and represented four types of cyberbullying behaviors (Written—Verbal, Visual, Exclusion, Impersonation). The role of different criteria was analyzed using the Exploratory Structural Equation Modeling (ESEM). Results showed a similar structure across the four countries (invariant except for the latent factors' means). Further, criteria of imbalance of power and, to a lesser extent, intentionality, anonymity, and repetition always in combination, were found to be the most important criteria to define the severity of cyberbullying. Differences between countries highlighted specific features of Turkish students, who perceived all scenarios as more severe than adolescents from other countries and were more sensitive to imbalance of power. German and Italian students showed an opposite perception of anonymity combined with intentionality. For Italian participants, an anonymous attack was less threatening than for participants of other countries, whereas for German students anonymity caused more insecurity and fear. In addition, Italian adolescents were more perceptive of the criterion of intentionality. Finally, Estonian adolescents did not show strong differences in their factor scores compared to adolescents from the other countries.

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Section: Discussionmentioning

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Perceived Severity of Cyberbullying: Differences and Similarities across Four Countries

et al. 2017

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“…Langos (2013) found that emotional harm in the context of cyberbullying refers to anxiety, distress, fear, grief, anger or humiliation, and extends to more severe forms of harm, such as protracted psychological injury and long-term psychiatric harm. Considering that some types of cyberbullying are more harmful than others (Langos, 2014), its consequences can result in a continuum of effects, and therefore, attentions must focus on the severity of the incident within the context in which it occurs and the circumstances surrounding it (Hinduja & Patchin, 2010).…”

Section: From Bullying To Cyberbullyingmentioning

confidence: 99%

Cyberbullying: The hidden side of college students

Francisco

Simão

Ferreira

et al. 2015

Computers in Human Behavior

117

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a b s t r a c tThe purpose of this study was to investigate how university students perceive their involvement in the cyberbullying phenomenon, and its impact on their well-being. Thus, this study presents a preliminary approach of how college students' perceived involvement in acts of cyberbullying can be measured. Firstly, Exploratory Factor Analysis (N = 349) revealed a unidimensional structure of the four scales included in the Cyberbullying Inventory for College Students. Then, Item Response Theory (N = 170) was used to analyze the unidimensionality of each scale and the interactions between participants and items. Results revealed good item reliability and Cronbach's a for each scale. Results also showed the potential of the instrument and how college students underrated their involvement in acts of cyberbullying. Additionally, aggression types, coping strategies and sources of help to deal with cyberbullying were identified and discussed. Lastly, age, gender and course-related issues were considered in the analysis. Implications for researchers and practitioners are discussed.

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“…Finalmente, otra complicación que puede tener lugar en los adolescentes usuarios de Instagram es el ciberacoso, derivado del término en inglés cyberbullying, refiriéndose al uso de RRSS para acosar a una persona o grupo de personas mediante ataques personales, divulgación de información confidencial o falsa entre otros (Langos, 2015). El estudio realizado por Albdour et al (2019) obtuvo que 34% de los adolescentes reportaron victimización de ciberacoso y el 26,7% por lo menos una vez en el último año, siendo la mayoría hombres.…”

Section: Desarrollo De Trastornos En Las Emociones Y Otras Complicaciunclassified

Influencia del uso de Instagram sobre la conducta alimentaria y trastornos emocionales. Revisión sistemática

Puertas

2020

Rev Esp Comun Salud

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Introducción: Instagram es una red social cada vez más popular donde los usuarios publican y comparten fotos. Investigaciones recientes demuestran relaciones entre el uso de Instagram y ciertas conductas alimentarias o trastornos de las emociones. Objetivos: Analizar los efectos y consecuencias del uso de Instagram sobre el desarrollo de trastornos de la conducta alimentaria y de trastornos emocionales en los jóvenes. Metodología: Se realizó una revisión sistemática a través de bases de datos de Ciencias de la Salud, donde se incluyeron 13 artículos que cumplían con los criterios de selección. Resultados: El uso de Instagram está íntimamente relacionado con la imagen corporal y con ciertas actitudes alimentarias, así como con trastornos de las emociones. El tiempo de uso se ha asociado con una tendencia a desarrollar trastornos alimenticios y, además, se ha observado que puede disminuir la autoestima, así como provocar ansiedad o depresión en el individuo. Conclusión: Es importante que investigaciones futuras continúen aclarando el papel que desempeña el uso de las redes sociales en la salud mental de la población juvenil, ya que estos medios podrían ayudar a las personas con trastornos alimenticios o de las emociones a obtener asistencia terapéutica.

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Cyberbullying: The Shades of Harm

Cited by 19 publications

References 15 publications

Perceived Severity of Cyberbullying: Differences and Similarities across Four Countries

Perceived Severity of Cyberbullying: Differences and Similarities across Four Countries

Cyberbullying: The hidden side of college students

Influencia del uso de Instagram sobre la conducta alimentaria y trastornos emocionales. Revisión sistemática

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